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North Coastal Consortium

Teacher Induction Program

The Encinitas Union School District serves as the Clear Teacher Credential Induction Program for the North Coastal Consortium, made up of educators who hold a preliminary credential in Cardiff, Del Mar, Encinitas, Rancho Santa Fe and Solana Beach School Districts. The program design incorporates a personalized, job-embedded, two-year experience relevant to local contexts, local educational priorities, and goals for student learning. It is a process of continuous improvement guided by an experienced mentor. The program provides support to our new teachers, which includes “just in time” support as well as opportunities for them to show growth and competence in the California Professional Standards for Teaching Profession (CSTPs).

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Meet Your Induction Team

Barb Hall	Sharon Camarillo	Jennifer McIntee	Lindsey Conley	Brittani Gurwitt

Ashley Tarquin�Program Coordinator�ashley.tarquin@eusd.net

District Leads

Our amazing mentors who are the backbone of our Induction Program!

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Program Overview

What is NCC Teaching, Reflection & Induction?�California Induction Standards� The Induction Journey� Professional Learning/Office Hours� Calendar-Year with Details� NCC Teacher Induction Website� University Credit

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Year 1, Year 2 & ECO Overview

Year 1�Candidates are carefully matched with a mentor at the start of the year. At orientation, candidates complete a self-assessment using the California Standards for the Teaching Profession (CSTP) and the Continuum of Teaching Practice. This reflection informs the development of their Individual Learning Plan (ILP). Goals are developed within 60 days of enrollment but are flexible and can be modified to meet each candidates learning needs..Throughout the year, candidates meet with their mentor for an average of at least one hour per week to receive personalized guidance, feedback, and support. They also participate in professional learning sessions designed to foster collaboration and model effective, student-centered instructional practices. Each year, candidates engage in two peer classroom observations to broaden their perspective on teaching and learning. Mentors conduct two formal classroom observations, each accompanied by pre- and post-observation reflection, to deepen instructional growth.In December, candidates begin crafting an inquiry question, informed by their ILP goals, classroom vision, and professional learning. This question drives their action research project during the second semester. The year culminates in a presentation of their inquiry at the districtwide Colloquium.

Year 2�In Year 2, candidates continue to engage in the core components of the induction process, building on the foundation established during their first year. At the start of the year, candidates revisit the CSTPs and the Continuum of Teaching Practice with their mentor to assess growth and develop new goals that deepen their professional learning. With ongoing support, they continue to meet weekly with their mentor, participate in professional learning sessions, engage in peer classroom observations, and take part in two formal mentor observations with reflection. Year 2 candidates develop a new inquiry question aligned with their goals and complete a second cycle of action research, furthering their progress toward mastery of the CSTPs. At the end of the year, candidates complete a final CSTP assessment and reflection with their mentor, providing evidence of growth over the two-year journey. In May, candidates present their inquiry at the districtwide Colloquium to a panel of 8 to 10 administrators and colleagues. The final step is a comprehensive review of each candidate’s ILP, conducted by mentors, district leads, and the program coordinator to assess goal attainment and determine readiness for a recommendation for the Clear Credential.

Early Completion Option (ECO)�According to Senate Bill 57, chapter 269, candidates who have finished an internship program and are granted their preliminary credential have the option to complete the induction program in a year, instead of two years. In order to qualify for the ECO program, candidates must complete an ECO application which outlines specific criteria they must meet to be considered, such as:

Experience: The ECO candidate must document a minimum of three years of prior full-time experience as a “teacher of record” validated by former-district HR personnel. �
Justification: The ECO Candidate needs to submit a two-page statement of justification which details positive professional attributes qualifying them for ECO consideration. This statement also needs to include specific professional growth goals aligned with the California Standards for the Teaching Profession (CSTP). See California Standards for the Teaching Profession to access the CSTPs. �
Completed NCC TRI ECO application. (Available by request) The application must be submitted to the NCC TRI coordinator by October 31^st of the candidates first year of induction. The application requires recommendations from your current site administrator as well as your current Mentor (See application). Once candidates are admitted into the ECO, they will complete the same process as our Year 2 Induction candidates.�

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What is NCC Teaching, Reflection & Induction?

The North Coastal Consortium Teaching Reflection and Induction (NCC TRI) is a two-year state-accredited system for clearing K-12 teachers’ preliminary credentials. Beginning teacher induction is a critical component of California Learning to Teach System and is guided by Induction Standards adopted by the California Commission on Teacher Credentialing. Accredited induction programs such as NCC TRI must closely follow these induction standards and program leaders regularly submit reports and evidence of compliance. The 2-year Teacher Induction Program (TRI) is organized around the California Standards for the Teaching Profession (CSTP), which parallel the California Teaching Performance Expectations (TPEs) that very likely guided your Preliminary Credential Preparation. �

Provide a job embedded pathway for the California Professional Clear Credential.
Provide an effective transition into teaching for teacher candidates.
Improve the educational performance of students through professional learning, guidance and ongoing reflection for teachers.
Create a program that helps ensure the professional success and retention of capable new teachers.
Ensure intensive individualized support and assistance for each teacher candidate.
Establish an effective, coherent system of performance assessments that are based on the California Standards for the Teaching Profession.
Ensure that the Individual Learning Plan for each teacher candidate is based on an ongoing assessment of the teacher candidate’s development.
Pair the teacher candidate with a qualified mentor within the first 30 days of enrollment in the program.

�Some candidates, if they meet the qualifications, may participate in an Early Completion Option (ECO) which means they can complete the program and earn their credential in one year instead of two.

Induction consists of:

Individualized Learning Plans which include yearly cycles of action research
Guided support from a mentor
Job-embedded practice fueled by theory
“Just in time” mentoring
Coaching and Feedback
Opportunities for Action Research

Activities Include:

Monthly Collaboration Opportunities
Learning Walk Peer Observations
Professional Learning Opportunities

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When can teacher candidates begin induction?

The North Coastal Consortium Teaching Reflection and Induction (NCC TRI) offers two entry points each year for beginning teachers. Teachers hired on or before the first day of school begin induction. Late hires have until October 1st to begin the program. Late hires will have an individualized orientation and could earn full credit for the program if all program requirements are met.

Additional Entry Point in January

Teacher candidates (TC’s) hired after October 1st can begin the program in January at the start of the calendar year after winter break. TC’s beginning induction in January will complete the program in December of the following year.

TC’s no longer employed in the district, will receive partial credit for the portion of the program they complete along with a transportability document showing partial completion, ½ a year of the program. Their ILP and collaboration log will be transferred to the TC to share with the induction program they transfer into.

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The Induction Journey

Orientation

ILP, Triad,

& Learning Walk

Begin Action Research

Mid Year Professional Learning

ORIENTATION (~3 hours)

*Meet your mentor

*CSTPs

*Connections to Preliminary Program

* Understanding School Community and Support

* ILP #1 and goal setting begins

September & October (~7 hours)

* Set Goals

* Schedule Learning Walk and Triad Meeting

* ILP -Actions and evidence begin

ILP

Inquiry Action Cycle

Data Analysis

Reflect on ILP & Complete Inquiry Action Project

Colloquium

End of May

November & December (~7 hours)

*Continue with ILP goals

* Observation #1

*Action and evidence begin

January & February (~7 hours)

*Develop an action research question for inquiry project

* Mid Year Reflection

* Schedule Learning Walk #2

* Continue with ILP goals

* Actions and evidence continue

March & April (~7 hours)

*Continue ILP goals and reflection

* Inquiry Project: research, investigate, implement and adjust

* Begin preparation for Colloquium presentation

At the end of year two, after program completion, candidates are recommended for a clear credential.

May (~5 hours)

*Complete ILP

* End of Year Reflection

* Colloquium Presentation

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“Just in Time” Support

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Mid Year Induction Journey

Orientation

ILP, Triad,

& Learning Walk

Begin Action Research

Mid Year Professional Learning

ORIENTATION (~3 hours)

*Meet your mentor

*CSTPs

*Connections to Preliminary Program

* Understanding School Community and Support

* ILP #1 and goal setting begins

January & February (~7 hours)

* Set Goals

* Schedule Learning Walk and Triad Meeting

* ILP -Actions and evidence begin

ILP

Inquiry Action Cycle

Data Analysis

Reflect on ILP & Complete Inquiry Action Project

March & April(~7 hours)

*Continue with ILP goals

* Observation #1

*Action and evidence begin

May- June (~10 hours)

* Attend Colloquium

* Mid Year Reflection

* Schedule Learning Walk #2

* Continue with ILP goals

* Actions and evidence continue

August & September(~7 hours)

*Continue ILP goals and reflection

* Begin Inquiry Project: research, investigate, implement and adjust

At the end of year two, after program completion, candidates are recommended for a clear credential.

December (~5 hours)

*Complete ILP

* End of Program Reflection

* Mid Year /End of Program Presentation

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“Just in Time” Support

October & November~7 hours)

*Continue ILP goals and reflection

* Continue Inquiry Project: research, investigate, implement and adjust

* Begin preparation for presentation

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Calendar- Details & Tasks

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Click here to view entire document.

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TC Professional Learning

Office Hours

MONTH	Year 1, Year 2, & ECO
August/September	Orientation
October	Classroom Management & SEL
November
December	Inquiry Action Cycle (Optional for Year 2) Location: Via Zoom
February
March	Supporting Multilingual Learners
April	Open office hours for questions and support Location: Via Zoom
May	Completing your ILP/Presentation Location: Via Zoom

Consortium-wide Colloquium in May

Location: TBD

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Google Drive

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Teacher candidates maintain a folder in Google Drive with all induction documents:

Your NCC TRI Google Drive Folder will be shared with your mentor and the NCC TRI Coordinator (ncctri@eusd.net). Anything you add to your folder will then automatically be shared with both your mentor and the NCC TRI Coordinator. Folder Name: Year 1 or 2, First & Last Name 24/25
When adding a document to your NCC TRI Google Drive folders, use the following naming protocol: your first and last name, title of document, and number/date as needed to differentiate documents. You may keep the original name of the document but just rename it by adding your name at the beginning.�Example: Ashley Tarquin Professional Learning Log Reflection #1
Throughout the year, please add to your Evidence folder any and all evidence of your progress on your Individual Learning Plan. (May include Word Docs, PDFs, and photos/images, lesson plans, newsletters, emails, pictures of your classroom environment, pictures of student work.)
Whenever possible, link your uploads to your ILP in to create a clear path for your mentor and the TRI Lead and Coordinator to see evidence of your growth.
When adding information, reflections and documents to your Google Drive folder, use professionalism and common sense when discussing students, colleagues, administrators, etc. You will only be sharing these documents with your mentor, district lead and the program coordinator, who will maintain confidentiality. However, as with work emails, teacher-to-teacher memos, or any other written communication, it’s wise to keep in mind there is always a slight risk of these documents being viewed by others. You may choose to use initials, first names only, or pseudonyms as well as non-specific terms such as “a colleague” or “Student 1.”
At the end of the school year, we recommend that you download a copy of your folder and all sub folders into your personal Google Drive account, computer, hard drive or other cloud based system so for your records by following these steps.

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Educator Support Website

Click here for our website!

Our website hosts all the induction information, resources and tools that will support you in successfully completing Year 1, Year 2 or the ECO Option. In addition, you can find all the monthly meeting slide decks and recordings. Our website is a one-stop resource for all your induction needs!

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Candidate Application/MOU

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Click here to complete the MOU.

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Teacher Candidate Requirements

Participation in a inquiry-based assessment process that includes:

Weekly contact with mentor (average should be a minimum of an hour a week)�
Developing an Individual Learning Plan within 60 days of program enrollment per Precondition 4.�
Participating in informal and formal observations by mentor. Learning walks to observe other veteran teachers. �
Reflecting on classroom practice and student learning.�
Analyzing community, school, and classroom contexts.�
Gathering data about students and analyzing student work.�
Completing an Individual Learning Plan (ILP).�
Developing and completing an Inquiry Action Plan each year.�
Coordination with a mentor to select and participate in professional learning that meets Individual Learning Plan goals.�
Attendance and full participation each year in Orientation, Mid-year professional learning and the end of year Colloquium.�
Completion of online program surveys each year. (Beginning, Middle, End of Year)�
Completion of the Induction requirements within two years. There may be a cost for the teacher candidate if program requirements are not completed.�
Should questions arise about the pairing of a teacher candidate and mentor, it is the responsibility of the teacher candidate to contact the program coordinator ashley.tarquin@eusd.net to request intervention or mentor reassignment.

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NCC TRI Personalization Format

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Teachers candidates in the NCC TRI Program will, in collaboration with their mentor, design their own Individual Learning Plan (ILP) for each of their two years of participation. To complete the ILP, NCC TRI mentors and candidates will select appropriate tools, resources, and activities to meet the needs of each teacher candidate.

Your Individual Learning Plan (ILP) will likely include:

Your Collaboration Log

Mentors and teacher candidates meet regularly to discuss and reflect on successes and challenges, plan next steps, and determine needed support, including “just in time” support.

Communicating, Collaborating, & Coordinating

At the beginning of the year, mentors collaborate with induction teachers to assess their practice and develop goals in California Standard for the Teaching Profession sub-elements. A plan to accomplish content-focused goals and possible evidence of growth is also specified. Logs, journal entries, observations, student work analysis, lesson plans, professional learning reflections, etc. form the basis of an evidence file that documents teacher and student growth. At the end of the year, teacher candidates and mentors collaboratively reassess on the Continuum, summarize progress, and set next steps.

Inquiry Cycle Plan

Mentors guide teacher candidates in the process of developing an Inquiry Action Plan. At this time, TC and Mentor analyze student data, investigate specific strategies for meeting students’ learning needs, and recording outcomes, successes, and areas of ongoing concern on their ILP. Upon completion of the implementation of the Inquiry Action Cycle,, teacher candidates reflect in writing and present on the effectiveness of the process.

Analysis of Student Work

Teacher candidates and mentors analyze student work in relation to appropriate content standards and their Individual Learning Plan (ILP) goals. The results of this analysis are used to differentiate instruction for all students.

Lesson Planning

Teacher candidates and mentors co-plan lessons that address both content standards and students’ varied learning needs.

Observations

Over the course of the year, mentors conduct informal observations. Focus areas for observations are selected collaboratively by the teacher candidate and mentor, and may be based on the following: ILP goals, professional learning follow-up, Inquiry focus, and current challenges and concerns. Mentors collect data using a variety of observation tools and facilitate reflecting conferences to analyze and set next steps.

All documents are housed in the candidates folder in Google Drive.

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Early Completion Option (ECO)

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Senate Bill 57 (Scott) provides an Early Completion Option. The Early Completion Option (ECO) allows individuals to complete a commission-approved professional teacher induction program in less than the two years of the established program. The intent of the law is to serve experienced and exceptional candidates. Through the implementation of an individualized ECO plan, NCC TRI’s program can be completed in a minimum of twelve months (completion time varies depending on how long it takes for the participating teacher to meet all the teacher Induction requirements by satisfactorily completing their individualized ECO plan). The Early Completion Option is equally rigorous as the full-length program. Upon successful completion of the induction requirements, a candidate is recommended to the California Commission on Teacher Credentialing (CCTC) for a Professional Clear Credential.

Guidelines for NCC TRI Early Completion

Early Option Completion Application

Eligibility Criteria:

A preliminary multiple/single subject or Education Specials credential
A completed Early Completion Option Application, which includes:

Documentation of a minimum of three (3) years prior teaching experience as a teacher of record in a K-12 teaching assignment.
Authenticated performance evaluations from two (2) prior years of teaching, demonstrating successful teaching practices.
Two recommendations attesting to your success in teaching and appropriateness for ECO; one must be from your current principal.
A well-written rationale explaining how you meet the criteria for ECO. The rationale should reflect on your exemplary practice, attitudes, professionalism, and commitment to teaching practice.
Be prepared to submit a portfolio of work, if requested, that substantiates your experience and exceptionality. The portfolio may include a resume, certificates of completion from professional development courses, assignments, and adjunct duty descriptions.

If you meet the eligibility criteria, please email NCC TRI Program Coordinator, ashley.tarquin@eusd.net to request an application. Application are due no later than October 31st of the teacher candidates first year of induction.

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Teacher/Mentor Pairing

Request for Change

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Request for Change

The NCC Teacher Induction program makes every effort to assign a mentor to each teacher candidate, according to credentials held, grade level and/or subject area, and school site as appropriate to the candidate’s employment.

Should there be any conflicts in the mentor/candidate relationship, the following steps must be followed:

Teacher candidate (TC) and/or mentor notifies the district lead or the Induction coordinator regarding the specific issue(s) and/or concern(s) regarding the ineffective assignment.
NCC Induction Coordinator or district lead schedules a meeting with TC and/or Mentor and documents issues and/or concerns regarding the assignment.
NCC Induction Coordinator or district lead and the TC and/or mentor confidentially work together to create solutions for resolving ineffective support and/or other issues conducive to the productive, effective support and/or performance of the TC or Mentor.
NCC Induction Coordinator and/or district lead documents the Resolution Action Plan for the teacher candidate and/or mentor.
NCC Induction coordinator or district lead may request to meet with both TC and mentor and schedule a TRIAD meeting within one week of assignment inquiry.
TC and/or mentor schedule a follow-up conference with NCC Induction coordinator or district lead within two weeks of Resolution Action Plan or TRIAD meeting date; Resolution Action Plan is discussed and Next Steps are taken to remedy the situation; TC and/or mentor may request more time to remedy the situation; granted time extension will be up to the discretion of the Induction coordinator.
Recommendation for a change in TC/Mentor assignment status or recommendation for no change in TC/Mentor assignment status is recorded during the follow-up conference and goes into immediate effect.
NCC Induction coordinator or district lead confers with all parties involved and sends written communication to the TC and M regarding change/no change in assignment.
If an assignment change is made, a different Mentor will be assigned to the TC; the Induction coordinator will assign a mentor or herself to the TC unless a more effective match can be made at the time the change in assignment is made.
Communication remains confidential and ongoing between TC and/or mentor and Induction Coordinator.

The NCC Teaching Reflection & Induction Program is responsible for pairing the teacher candidate with a qualified mentor within the first 30 days of enrolling in the program. Enrollment forms are provided by the Human Resource department at each district during the hiring process. The forms are used to ensure the teacher candidate is ready and qualified for the NCC Teacher Induction Program.

The induction coordinator and district leads match the mentor and teacher candidate according to credentials held, grade level and/or subject area, as appropriate for the candidate's employment. Mentors and teacher candidates are introduced within the first month of school, if not sooner.

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Confidentiality Policy

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One of the basic principles underlying the NCC TRI, Teaching Reflection & Induction Program, is confidentiality. Teacher candidates (TCs)) must clearly understand that their mentors are not evaluators; rather the mentor is a colleague whose goal is to assist the teacher in meeting the needs of all learners as they work toward receiving a Professional Clear Teaching Credential. Communication between the teacher candidate and mentor is strictly confidential.

It should be noted, however, that site administrators want their teachers to be successful. A “triad of communication” between the TC, mentor and site administrator helps to ensure optimum support and is recommended as a means of enhancing professional practice.�

All candidates maintain their Google Drive account and have personal access to all program documents via Google Drive. This documentation can be copied or downloaded to other digital locations as the candidate sees the need. The TC may choose to share accumulated documents with their site administrator.

Candidates receive documentation verifying program completion and should retain all information for their records. All recommended candidates for the Clear Credential receive email verification of the program completion from the NCC TRI coordinator and detailed steps for completing the Commission on Teacher Credentialing process. Candidate induction records are housed and maintained by the NCC Teacher Induction Coordinator and teacher records are kept in locked offices and on secure servers within each district.

Verification of participation, attendance, and completion of teacher induction requirements are not confidential. Records of attendance and completion are maintained by North Coastal Consortium Teacher Induction Program leadership and may be shared with district and site administrators as the need arises.

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California Standards for the Teaching Profession (CSTP)

According to the CTC, “The California Standards for the Teaching Profession (CSTP) are intended to provide a common language and a vision of the scope and complexity of the profession by which all teachers can define and develop their practice” (2009).

For a more in-depth look at the CSTPs, please click here to view the 2025 Continuum of Teaching Practice.

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Our CSTP Continuum

Click here to make your own copy.

***Our ECO candidates will complete two self-assessments, one at the beginning of their journey and one at at the end.

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Individual Learning Plan (ILP)

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Year 1-2-ECO Mid/End of Year Checklist

A mid year checklist is included to use as a reference/guide to remain on track. Click here to make your own copy.

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Click here for TPA, RICA, Basic Skills Requirement and CSET resources on our website!

Preliminary Credential Clear Requirements

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How do I know which requirements I need to clear my preliminary credential? Teaching Credential Requirements - details on requirements to earn a California teaching credential, including academic and examination requirements based on type of credential.
Multiple Subject	Single Subject	Education Specialist
California Prepared District Intern Credential Early Completion Intern Option Out of State Prepared Outside the United States Prepared Peace Corps Experience Private School Experience University Intern Credential	California Prepared District Intern Credential Early Completion Intern Option Out of State Prepared Outside the United States Prepared Peace Corps Experience Private School Experience University Intern Credential	California Prepared District Intern Credential Out of State Prepared Outside the United States Prepared University Intern Credential
PSA-23-05- Exempts certain candidates impacted by the COVID-19 pandemic from having to complete a Teaching Performance Assessment (TPA).

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Year 1 & 2 Colloquium Presentation

Each year of your your induction journey, in May, you will participate in our Consortium Wide Colloquium. You will create a presentation slide deck that outlines a CSTP focus, areas of growth, and inquiry question. The presentation is a combination of actual insight into classroom practices as well as a reflection on your growth as an educator.

Please share how you have grown in your teaching and how your teaching has impacted student learning.

Showcase what you have learned from your action research
Keep it simple!
Use visuals (real pictures, clip art, screen captures, tables, graphs, charts, scanned docs, student work and data.
Use limited text (key phrases, quotes, bullet points
Use large legible font and contrasting colors
Black out student names on work samples and check for photo release forms if student faces are shown.

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Support, Advice & Assistance

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The NCC TRI program has an Advice and Assistance (A&A) process for Teacher Candidates (TC) needing additional support. Possible scenarios might include integrating a Masters program into the Induction journey, determining a timeline to support a TC during a leave of absence, and/or supporting the completion of Executive Orders credential requirements such as RICA and/or TPA. The NCC TRI program is focused on individually supporting each TC in their growth in the CSTP. Teacher candidates may begin the A&A process by simply speaking to the mentor who will then reach out to the district lead or NCC program coordinator, or the TC can email the district lead or program coordinator to set-up a meeting. Meeting credential requirements and clearing a credential is the TCs professional responsibility. If a TC is not meeting standards, the NCC program coordinator may initiate the A&A in order to support the TC in completing program requirements. All A&A notes are documented using the Advice & Assistance form.

Program Coordinator Email: Ashley Taquin

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Candidate Intervention�System of Support Plan

The North Coastal Consortium team strives to support, advise and assist all teacher candidates so that they are successful. District leads and mentors provide guidance in many different ways to allow for reflection and growth. Teacher candidates are paired with an experienced teacher as their mentor and a multiple-tiered system of support is recognized and encouraged so that the new teacher has a network to support them. Mentors prepare for meetings with teacher candidates and plan for future conversations. Conversations focus on the teacher candidate’s ILP goals, and mentors are flexible in order to accommodate the teacher candidate’s needs at that time so as to provide “just in time” support.

In the event a candidate has not completed all program activities and requirements, the candidate will begin Tier 1 of the Intervention System of Support Plan.

Tier 1- Mentor and Teacher Candidate

Tier 2- Lead, Mentor and Teacher Candidate Support, Advice and Assistance

Tier 3- Special Assistance Plan (SAP) Checklist

Tier 4- Candidates unable to complete induction during the 2 years with the additional support of Tier 1, 2, and 3 can apply for an extension and/or opportunity to repeat portions of the program with the understanding that the application must be approved by the Leadership Team and/or Advisory Board, and additional fees may apply.

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Appeal Process

Unsuccessful Completion of the Teacher Induction Program

Step 1: Informal Appeal Process

If a candidate is not in agreement with a program decision the candidate should contact the program coordinator via email or phone to discuss the issue. Every effort will be made to resolve the issue and provide support to the candidate who may be in need of additional time or assistance to complete the requirements outlined in the program application.

Step 2: Formal Appeal Process

If the issue is not resolved within the informal process, a written appeal may be filed with the program coordinator using the NCC Teacher Induction Program Appeal process.
The program coordinator will conduct a review of the records with the Leadership team and meet with applicable parties within 10 working days of receipt of the appeal.
After conducting the meeting and completing a full review of the records and information, the program coordinator will send a written response to the candidate outlining the findings and determination within 10 working days.

Step 3: Appeal to the Assistant Superintendent

If the issue is not resolved in step 2, the candidate may submit an appeal to the Assistant Superintendent of Human Resources Development in writing via email or formal letter.
The Assistant Superintendent of Human Resources Development will conduct a review of the records and meet with applicable parties within 10 working days of receipt of the appeal.
After conducting the meeting and completing a full review of the records and information, the Assistant Superintendent of Human Resources and Development will send a written response to the candidate outlining the findings and determination within 10 working days.

Step 4: Appeal to the California Commission on Teacher Credentialing (CTC)

If the issue is not resolved in step 3, the candidate may submit an appeal to the California Commission on Teacher Credentialing (CTC) directly.

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NCC TRI Induction Program Appeals Form

NCC Teacher Induction Reassignment/Appeal Process & Form

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Wrapping Up the Year

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For ALL Induction Teachers:

With your mentor, complete the Inquiry Cycle Plan (ICP)
Make sure all actions and evidence are linked to the ILP as PDFs or JPEGs and all boxes are filled in. See NCC TRI Guide for further details.
Link your Colloquium presentation on your ILP.
In order to be considered for successful completion of the year, you must have your ILP completed by May 31. If this deadline is not met, you may not have your work reviewed until the fall. If the May 31 deadline will not be met, please let the program coordinator know as soon as possible so that a completion plan can be arranged.
End of Year Survey (will be emailed by Program Coordinator at the end of May) Must be completed by June 9.

For YEAR 2 Teacher Candidates::

Update your profile on the CTC website.
Year 2 Teachers print out and complete this information form for the NCC TRI program coordinator, who, after recommending you for a clear credential, will shred the form.
Upon being recommended for a clear credential, you will receive an email from the CTC (donotreply@ctc.ca.gov). It is very important that you open this email and read all of the instructions for completing the application process. If you do not complete the steps within 90 days, your application will be cancelled by the CTC and your credential will not be cleared.
When completing the credential clearance application on the CTCs website, you may be prompted to complete a survey about your induction experience. Please take the time to answer these questions as we rely on your feedback to continue to strengthen our program year after year!

***All teachers should download their Google Drive Folder with all subfolders onto a personal computer, Google Drive account, hard drive, or other cloud based account by following these steps.

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University Credit

University	CSUSM Teacher Induction	PLNU Teacher Induction
***You cannot register for the same course through different Universities.
Unit Options	Year 1 - EDBT 508 -3 Units Year 2 - EDBT 509- 3 Units Mentor- You can acquire 3 units for supporting a year 1 teacher and 3 units for supporting a year 2 teacher. You can acquire a total of 6 units. Year 1- EDBT 510- 3 Units Year 2- EDBT 511- 3 Units Registration deadline: May 25, 2026 FEES 3 Units=$297	Year 1 - 3 Units Only Year 2 - 3 Units Only Mentor - 3 Units Only Click the above link, scroll down to Pay Online and choose the Mission Valley course. Registration deadline: End of May FEES 3 Units=$225
Transcripts	Official Transcript Request Transcripts \| Office of the Registrar Please note that transcripts are not automatically sent. Transcripts must be requested by the participant.	Once payment and evidence has been received, PLNU will send you a confirmation email with a link to request an official transcript. * Need a transcript: Go to the PLNU website https://www.pointloma.edu/ and type official transcripts in the search area. You can order them with the form there. Email rconnicampbell@pointloma.edu with questions

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University Credit for NCC Teacher Induction

Link to Syllabus

The following options will be available for University Credit. Both Universities offer upper-division courses which may be used for salary advancement. If you plan to apply for University Credit, please indicate which university you plan to acquire credits from on your ILP. Your ILP and certificate of completion will serve as evidence for both Universities. Be sure that all links are set at “anyone with a link may view.” Your ILP with linked evidence and CSTP growth must be ready to review by May 26th, 2026.

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Clear Credential Recommend Process

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A teacher candidate is eligible for a clear recommendation when the following requirements are met:

Successful completion of the NCC Teacher Induction program
Successful completion of all renewal codes listed on the preliminary credential. (Exemption TPA- See P SA 23-05)

The ILP shall address the six California Standards for the Teaching Profession as specified in Section 80413.3(c)(4). Completion of the ILP-based activities shall provide evidence in determining candidate competency for the clear credential recommendation. Pathways to a Clear Teaching Credential

Once the candidate has completed the program and appropriate renewal requirements listed on the credential, they are eligible for the clear credential recommendation. The recommendation process is listed below:

Candidate completes all NCC program requirements and presents their inquiry action cycle and growth throughout the year at the consortium wide colloquium.
District lead verifies completion of all renewal codes listed on the preliminary credential. (Exemption TPA- See P SA 23-05)
Mentor completes the NCC Mid/End of Year Progress Tracking document. Mentor completed the mid and end of year rubric to assess growth in the CSTPs and ILP completion.
Once completion is verified, the program coordinator will submit a recommendation for a clear credential for all qualifying teacher candidates.
The candidate is then sent an email directly from the CTC with instructions on completing the recommend process

The candidate has 90 days to complete the credential recommendation.
NOTE: Recommended documents will only display for 90 days. If the associated application is not paid for within this time frame, it will be purged by the system and the recommending entity must re-submit the document.

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Mentors

�Eligibility Requirements & Responsibilities�The Mentor Coaching Journey�Mentor Professional Learning (PL)�Mentor PL Calendar�The Role of a Mentor�California Induction Standards�Progress Tracking�Collaboration Companions�MOU/Compensation

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Mentors

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Eligibility Requirements & Responsibilities for Mentors

Minimum Requirements:

Clear Credential
Minimum of three years of effective teaching experience
Principal approval
Knowledge of the context and the content area of the of the candidate’s teaching assignment
Ability, willingness, and flexibility to meet candidate for support
Demonstrated commitment to professional learning and collaboration
Complete Mentor Application

Professional Learning:

New Mentors Professional Learning
Required 10-hour of training per the CTC
Ongoing training throughout the school year

“Assigned” Mentor Responsibilities

An “assigned mentor” is matched with a teacher for the two years of the program.
Provide your assigned teacher an average of one hour of support per week/long term goal setting assistance via an Individual Learning Plan.
Provide “just in time” support.
Oversee collaboration log documenting support provided to your mentee.
Observe your assigned teacher a minimum of two times throughout the year seperate from principal observation. Maintain privacy of ILP, candidate progress and observation conversations
Attend mentor meetings, professional learning and office hours.
Coordinate Learning Walks and attend with TC when possible.

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The Mentor Coaching Journey

Relationship Building and Getting to Know Students

Coaching Strategies and Techniques

Complete Observation #1

Learning Walk

Consortium Wide Collaboration

August/September

* Connect with Teacher Candidates (TCs) prior to Orientation

* Attend Orientation with TC

* New Mentor Professional Learning/All Mentor PL

* Mentor ILP- Self reflection and goal setting

October

* Complete Mentor Check-In/ Identify supports needed

* Observation & Learning Walk #1

Coaching Strategies and Techniques

End or Year Wrap Up

November

* Mentors Meet/Calibration Deep Dive

* Complete Observation #1 and Learning Walk (if possible)

December & January

* New mentors attend Inquiry Action Cycle PL

* Mid Year check-In & reflection

* Schedule Observation and Learning Walk #2

* Complete Mid Year ILP Check

February

* Mentors Meet/Calibration Companions/ Coaching Strategies/ Reflection (zoom or in person)

Mentors provide “Just in TIme” Support throughout the journey and complete bi-monthly check ins for reflection and support.

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March

* Complete mentor check-In/reflect and identify any supports needed

* Complete Observation #2 and attend learning walk (if possible)

April/May

* Mentors Meet/Coaching Reflection (zoom or in person)

* Attend Colloquium

* Complete End of Year ILP Check

* Complete end of year survey & reflection

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Mentor Professional Learning

Per the CTC Induction Program Standards, all mentors are required to participate in 10-hours of mandatory professional learning. Mentors set yearly goals and participate in collaborative book studies to enhance their coaching practice. Throughout the year, mentors engage in continuous professional learning experiences that include topics such as:

Transformational coaching and high-impact mentoring strategies
Collaborative goal setting aligned with instructional priorities
Evidence-based observation, active listening, and powerful questioning techniques
Strategic use of mentoring tools and protocols to drive reflective practice
Research-driven best practices in adult learning theory and facilitation
Personalized support for mentoring challenges, structured reflection on mentoring approaches, and active participation in professional learning communities
Programmatic processes such as calibration and data-informed decision-making designed to assess and accelerate candidate growth and instructional effectiveness

Observations

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Mentor Professional Learning Calendar

MONTH	Mentors Coaching, Collaboration, & Reflection
August September	Attend Orientation with TC New mentors Professional Learning/All Mentor Professional Learning Mentor ILP- self reflection and goal setting
October	Complete mentor check-In/reflect and identify any supports needed
November	Mentors Meet/Calibration Companions/ Book Study/ Coaching Reflection (n person) Complete Observation #1 and Learning Walk
December January	New mentors attend Inquiry Action Cycle PL Mid Year check-in & reflection
February	Mentors Meet/Calibration Companions/ Coaching Reflection (in person)
March	Complete mentor check-In/reflect and identify any supports needed
April/May	Mentors Meet/Final Calibration Complete Mentor ILP and Mentor Continuum Review and comment on TC ILPs and sign once complete Attend Colloquium End of year survey and reflection

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The Role of a Mentor

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Collaboration, Calibration & Coaching

Work with candidates to develop a professional relationship built on trust and appropriate confidentiality
Facilitate a triad meetings with induction candidates and site administrator early in the school year to assist candidate in the development of a supportive, professional relationship with their site administrators and ensure alignment of goals.
Meet with each candidate for an average of one hour per week, providing opportunities for “just in time support.”�

�

Complete a minimum of two observations and support scheduling of learning walk (accompany if possible)
Assist with the development of the inquiry action cycle.
Modify assistance based on each Induction Candidate’s assessed needs and concerns identified through the ILP and reflective conversations
Use Cognitive Coaching strategies that foster Induction Candidate growth, reflection, and autonomy. Complete all Professional Learning.

Professional Growth

Ongoing review of the California Standards of the Teaching Profession (CSTP) to support candidate(s) growth in their first two years of their teaching career.
Fulfill all requirements of NCC Teacher Induction Program to assist candidate(s) in completing the program.
Attend all of the following induction meetings:

Orientation and Mid Year Professional Learning
Mentor Professional Learning Opportunities
Advice and Assistance meetings (if needed)
NCC TRI Colloquium (held at the end of May)

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California Induction Standards

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You can find a full version of the Program Standards for Induction Programs as outlined by the California Commission on Teacher Credentialing here. The following Preconditions summarize and consolidate the essential components of these standards:

Each Induction program must be designed to provide a two-year, individualized, job-embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching.
The Induction program must identify and assign a mentor to each teacher candidate within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to grade level and/or subject area, as appropriate to the participant’s employment.
Each Induction program must assure that each teacher candidate receives an average of not less than one hour per week of individualized support/mentoring coordinated and/or provided by the mentor.
Goals for each teacher candidate must be developed within the context of the Individual Learning Plan (ILP) within the first 60 days of the teacher’s enrollment in the program.
The Individual Learning Plan must be designed and implemented solely for the professional growth and development of the teacher candidate and not for evaluation for employment purposes.
An Induction program sponsor must make available and must advise teacher candidates of an Early Completion Option (ECO) for “experienced and exceptional” candidates who meet the program’s established criteria.

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Progress Tracking

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Mentors use this document to review ILPs (Mid Year and End of Year) and offer specific feedback to candidates to support ongoing dialogue regarding evidence of growth in the CSTPs and successful completion of program requirements.

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Calibration Companions

C &C

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During our February mentor meeting, mentors are paired to collaboratively review teacher candidates' Individual Learning Plans (ILPs) using the Mid-Year Rubric and Progress Tracking Document to ensure an equitable evaluation of each candidate's progress and growth in the California Standards for the Teaching Profession (CSTPs).

In our May mentor meeting, mentors work together to review the ILPs, using the End of Year Rubric to assess each candidate progress towards mastery of the CSTPs. Mentors also complete the Progress Tracking Document to confirm that all program requirements have been met, supporting the recommendation for the clear credential for program completers.

Once the mentor has completed the Progress Tracking document to confirm successful program completion, the district lead and/or program coordinator will conduct an additional review of the ILP to ensure all requirements are fully satisfied.

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Mentor MOU

All Mentors sign a Memorandum of Understanding (MOU) at the beginning of each induction year which outlines their responsibilities as a mentor. Mentor compensation is individualized by each district within the consortium.

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Click here to complete the MOU.

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